Journal of Iranian Architecture & Urbanism(JIAU)

Abstract Extended Abstract
Background and Objectives: One of the essential skills architecture students need to succeed in their careers is the ability to collaborate and work in teams cooperatively. However, this skill is often neglected in the education system of architecture schools. As a result, after graduation, students realize that design is not an individual task and that they need to collaborate with others to move forward. Successful cooperation in architectural design requires teaching social and teamwork skills in design courses. Therefore, design education needs a shift towards a more collaborative approach. In this study, students first design individually using the traditional method, and then a collaborative design and teamwork model is introduced in workshops. Finally, these two methods are compared from the perspectives of both professors and students, and the key components of the collaborative education model are identified. The aim of this article is to describe the implementation and evaluation of the collaborative education model in architectural design courses.
Methods: This study evaluates the nature, outcomes, and effectiveness of the collaborative teaching method in architectural design courses. To achieve this, the study focuses on students in the Architectural Design Studio III at Azad University of Ardabil during the second semester of 2018. Two different teaching methods were tested: one is the traditional method of teaching architectural design, and the other is the collaborative teaching method. Two student groups were formed: one group participated in a ten-day course on the principles of participation, while the other group did not. The students in both groups were randomly selected. The results of these two experiences were then compared. Based on Linda Groth’s seven general strategies for research methods, the “causal-comparative” strategy was identified as the most appropriate research method for this study. Data collection was carried out by grouping students, working on a design topic, and conducting group evaluations. Tools such as “task scheduling,” “feedback essays,” and “peer evaluation” were used. The outcomes of the collaborative learning experience were assessed through questionnaires completed by students and professors. In the analysis phase, the responses were evaluated using an inductive approach.
Findings: The effectiveness of the collaborative design learning method was evaluated from both the students’ and refereeing professors’ perspectives. The results of the initial questionnaire (before implementing the collaborative learning method) revealed that students recognized the benefits of design teamwork but also perceived some weaknesses, which they identified as the main reason for decreased productivity in design teamwork. After implementing the collaborative method for both groups (the first group participated in the ten-day training course, and the second group did not), the results of the second student questionnaire showed that, with the proper implementation of this method in the architectural design workshop, the disadvantages of the method were minimized, and its benefits became more apparent. Additionally, the groups that participated in the ten-day training workshop performed better, had more positive evaluations of the method’s effectiveness, and encountered fewer challenges during the semester. The evaluations from the professors who judged the method were consistent with the students’ views. They rated the results of the group work as better and confirmed the improvement in students’ social and communication skills. They also positively evaluated the ten-day training course and their participation as effective ways to introduce students to the principles of collaboration and believed that the way students cooperated with their peers, responded to group work challenges, and presented their final results was better in the group that participated in the course compared to the other group.
Conclusion: The findings of the study indicate that the collaborative teaching method enhanced students’ interaction and participation in the design process, improved their learning capacity, and boosted their motivation, communication, and social skills. This method also prepared them to face future challenges in the architectural profession. By integrating the different perspectives, interests, and personalities of group members, it offers a more comprehensive view of various aspects of design work. Students are also challenged to divide tasks, schedule the project, coordinate among members, and prepare for working on large projects in the profession. The various critiques of the design work during the process provide a deeper understanding of the design itself, helping students share their knowledge and increase their learning capacity through collaborative learning strategies.

Abstract Extended Abstract
Background and Objectives: A continuous and comprehensive learning process depends on the proper teaching method in every pioneer education system. The evaluation process of architectural designs is meant to judge the designs. It measures the ratio of variable criteria in the design from the desired aspect and then evaluates it. Due to the pivotal role of judgment in the architecture curriculum, if the evaluation process is unclear and no productive criticism ambiance is provided, personal interpretations or unrelated demands to educational goals may distort the judgment process and prevent the flourishment of the students’ development and talents. If the judgment criteria are known, the students’ gradual quantitative and qualitative progression will be achieved, increasing their scope of the understanding of the architectural education system and its representation method. The present research was conducted to recognize the indicators and criteria affecting the evaluation of university architectural designs as a part of the student’s learning process to provide a better evaluation method that is more accurate and objective. The comprehensive education process in teaching is investigated in learning and assessment. In the current study, the role of the architectural design evaluation in learning and improving students’ scientific knowledge is investigated.
Methods: This research uses a mixed-method (qualitative-quantitative), and it is considered applied research. The statistical population comprises 15 faculty members at Shahid Beheshti University, Tehran University, Iran University of Science and Technology, and Shahid Chamran University of Ahwaz. A systematic, non-random sampling method was applied, and the samples were selected according to the educational fields due to the importance of scoring and its direct effect on the research results. Bearing in mind that students are one of the most important factors in the evaluation process, the students’ opinions were considered in the architectural design evaluation. Therefore, the master’s students of Architectural Design (3) of Islamic Azad University, Ahwaz Branch, were selected as the statistical population. Data was collected using a Likert scale questionnaire. In order to assess the research model, the results were analyzed using SPSS software and applying the Spearman Correlation Test, and in order to assess its validity, the Friedman test was used to prioritize the variables. Experts’ grading was considered in the final assessment of the architectural design projects. The results obtained from the questionnaires effectively provide proposed strategies and score the criteria and judgment rules of the architectural design projecects.
Findings: The research findings showed a significant difference between 4 components affecting the final product. The impact ratio of each one on the final product is different. The results showed that studies and technical knowledge, with a correlation coefficient of 0.535 and a significance level of 0.04, have the highest impact on the final product. This component has been the most important and effective factor in the final product. The other effective factors are design skills, design process development, and initial knowledge. The initial knowledge component has the least impact on the final product compared to other components. The results of Friedman’s ranking test showed that the sub-component in the analysis and interpretation of final results, presentation technique, and replica has the highest average rank. These sub-components have been the most important sub-component affecting the judgment of university projects. Then there is the design idea, creativity and form of the building, the subject, and the ability to analyze and present. The results show that these sub-components have the highest impact on the final judgment of the designs compared to other sub-components. And the sub-components of the impact ratio of planning and functional design and oral presentation have the least impact on the final judgment of the designs. The weighted index of 5 main components affecting the judgment of final designs based on the ranking of sub-component tests is the final product, study and technical knowledge, design skill, design process development, and primary knowledge, respectively.
Conclusion: According to the conducted studies, evaluation seems to have an important and valuable place in the learning process. If students are dissatisfied with this process, it will have a devastating effect on their learning. In this regard, holding “learner-centered” sessions was suggested to evaluate the design process during the semester and increase students’ learning. Since the highest scores were given to learning in classroom evaluation, specialization, and roundtable discussion, it is recommended that the professors collaboratively hold their design classes and invite professional architects as experts to make students more familiar with the market in the initial sessions. The students should be able to choose their professor among the studio professors to reduce the student’s confusion after the initial class sessions and the student’s familiarity with the professors’ viewpoints. It is better to hold classroom evaluation sessions in a participatory and roundtable manner, and students of various levels attend the classrooms. This research suggests strategies for professors and decision-makers for architectural design judgment, reducing students’ stress and worries and increasing their self-confidence in the architecture design studio. Suggestions for architectural evaluation and policy making are made to promote the level of architecture education and ultimately train students and competent architects.

Abstract ExtendedAbstract
Background and Objectives: Multiple Sclerosis (MS) disease is a mental and physical illness related to environmental conditions. The environmental factors are effective in the development or prevention of the disease. MS is a complex disease featuring a vast spectrum of signs adversely influencing the patients’ abilities to perform daily routine activities. The problems of MS patients include physical and psychological aspects. Due to the high rates of the disease, the special condition of MS patients, and the lack of specific rehabilitation centers for patients, it is important to pay attention to proper environmental design to improve their mental health. The purpose of this research is to design a rehabilitation center that is appropriate to the mental and emotional conditions of MS patients. Designing a space for MS patients by considering environmental and architectural factors and the proper use of these factors can reduce symptoms (stress, fatigue, depression, and motor disorder). However, the problem currently lies in the idea that no study has attended to the role and the importance of environmental factors parallel to reducing MS symptoms. The environments designed for these patients do not feature a single difference from those designed for the others, healthy or sick. No environment has been designed proportionate to the psychological and physical status and situation of these patients.
Methods:In the present study, a descriptive method was employed in the first stage, and the information was collected via reviewing the credible articles and books on relevant subjects. Considering the fact that many psychologists and psychiatrists deal with MS patients whose psychological conditions have worsened following the development of multiple sclerosis and the subsequent physical and movement disorders, qualitative methods are used in the following sections. Psychiatrists and psychologists working with MS patients’ treatment and healthcare centers and MS Patients Association and Rehabilitation Centers have been interviewd, and the information obtained from the content analysis has been used to identify their problems and needs. In line with this, 30 psychiatrists and psychologists were randomly selected from various centers as the study sample to be interviewed. After investigating the interviews using content analysis, the common points of the literature review and psychologists’ ideas were collected. In the present study, the effective environmental factors, including sunlight, color, music, gathering spaces, open spaces and nature, fitting spaces, sport, hydrotherapy, and rehabilitation facilities, were investigated. The importance of the points underlined by the psychologists was also verified.
Findings: Sports therapy is a treatment specific to MS patients, and, besides improving MS patients’ physical situation, it can improve their psychological and mental health. Therefore, it is better to design a compound and consider spaces for playing sports and walking to improve the physical and psychological health of MS patients. Hydrotherapy, as a nonmedicinal treatment method, can increase the flexibility of the muscles and bones, thereby mitigating the muscular spasms and enhancing the vigor and stamina of an individual, and reduce their pain. The sunlight has a positive effect on the psyche and mind of the patients when their declined bodies crave comfort. Moreover, the appropriate use of natural light during the day better helps energy productivity. So, the proper design of the windows (dimensions, forms, and orientations) can provide the highest rate of sunlight gain. Considering the positive effects that color has on humans’ lives, the proper and pertinent use of colors and their correct application can cause positive effects on the psychological status of the patients. Considering the psychological and physical problems of MS patients and their need for conversation and confabulation for soothing their pains, the architects and designers should consider spaces for their gathering and social interaction inside and outside the healthcare and treatment centers of MS patients. According to the materials above and considering the problems of MS patients, including stress, depression, fatigue, imbalance, and movement disorders, the architects and designers must consider their security and tranquility via the proper design of green spaces or open spaces for MS patients. Since the Iranian garden is more prominent than the other patterns for its transparency and legibility, it can be utilized to provide tranquilizing effects, reduce stress, and enhance satisfaction in MS patients. Music therapy should be considered in treatment programs to facilitate the messaging process in the nervous system of these individuals, which can slacken the disease progress.
Conclusion: According to the results of the research, the design of outdoor space and the use of nature and green space inside and outside the complex, the access to natural light and the design of a suitable space for walking and sports, and the use of rehabilitation facilities and appropriate geometry in the design of space, avoiding complexity,  and the use of appropriate color are effective in reducing the stress, depression, and exhaustion in MS patients. Considering the importance of environmental factors influencing the general reduction of MS symptoms, light and color were found less important. However, creating open spaces, using natural elements, fitting the space, and providing gathering space are the most effective factors in reducing the general MS symptoms in patients.